『It's Time for Science』のカバーアート

It's Time for Science

It's Time for Science

著者： Tom Racine
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 A podcast aimed directly at the amazing and wonderful science teachers, educators and administrators out there, from Pre-K thru High School, who are engaging students and fostering curiosity about the world around them.2023 科学
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  • It’s Time for Science Podcast Episode 26: Cross-Cutting Concepts and Sense-Making Discussions

    It’s Time for Science Podcast Episode 26: Cross-Cutting Concepts and Sense-Making Discussions
    2025/08/15
    It's Time for Science, and it's time to talk about cross cutting concepts and sense-making discussions! Tom talks with Dr. Samantha Messier and professional learning specialist Leslie Lausten about those deep fundamental ideas that span across all science disciplines and how to facilitate students making sense of the data they collect while engaging with phenomena and cross-cutting concepts. Dr. Samantha Messier is a retired educator and biologist from Boulder, Colorado. She served as Director of Standards and Instructional Support for the Colorado Department of Education and in multiple roles for the Boulder Valley School District, including Science Director and Assistant Superintendent for Instructional Services and Equity. Her Ph.D. research was on the evolutionary ecology and behavior of termites. Tom begins the discussion with Dr. Messier on cross-cutting concepts (CCC) and making sense of data, with discussing how one of the most critical components of a science-learning experience for a student is making sense of what they’ve experienced in the classroom. Tom and Dr. Messier talk about how, as educators, we often think of aiming towards a specific performance expectation (PE), but that PE almost always weaves together discipiinary core ideas (DCI), practice, and CCC; how those CCC provide connections across multiple disciplines of science; how we ultimately want students to be able to apply to different contexts and solve different types of problems; CCC help to build conceptual frameworks, which help students to better understand, organize their thinking, and retrieve ideas more easily. They talk about CCC across grades and how CCC change and deepen; Dr. Messier talks about her own deepening of understanding in college, using structure and function as an example; how beginning or less experienced teachers can work at helping students with sense-making; how as a teacher do you help students develop conceptual understandings and move on to the next level?; the importance of high quality instructional materials (HQIM), naming FOSS and the resources FOSS provides in helping facilitate sense-making through clear storylines; examining the DCI and CCC before beginning instruction to understand where a lesson is going; rephrasing DCIs in student-language, how students might say it in their own words, as one way of preparing to teach; how to help teachers with concerns that data collection will go awry–pay attention to groups as they collect data and help facilitate adjustment if needed; the learning opportunities presented by conflicting sets of data from different groups–how do we figure out which outcome is better supported by the data?; the importance of asking good questions as a teacher, rather than understanding all aspects of the science; how teachers might apply CCC to their local context to give students immediate and concrete pieces that relate to their everyday lives–science is literally everywhere! Leslie A. Lausten has a rich background in science instruction. She taught multiple elementary grades, was a literacy coach and science lead teacher for over 30 years in Virginia. She has an MEd in Science Education (K-8) and a Reading Specialist endorsement. Currently, she is the East FOSS Professional Learning Specialist and enjoys helping teachers implement best practices into their science classrooms through meaningful experiences and sensemaking. Tom and Ms. Lausten continue the CCC and sense-making conversation, beginning with discussing how sense-making is something many folks just don’t understand the importance of when teaching a lesson; how science can help interdisciplinary connections; the importance of sense-making in all disciples; demystifying CCC–how are we already doing those things in other disciplines, and how can we transfer that to science?; the importance of HQIM in helping structure sense-making for students; how the exploration of concepts changes across grades, but also how it stays the same; how sense-making routines stay the same across grades, allowing teachers to adjust for content and level while keeping a set routine they know; and what teachers new to sense-making will want to think about when beginning. Ms. Lausten recommends watching the following videos to learn more about how crosscutting concepts and making-sense of data are addressed in FOSS: Crosscutting Concepts in FOSS Grades K-5 https://vimeo.com/389559289 Middle School https://vimeo.com/389565092 Sense-Making in FOSS Grades K-2 https://vimeo.com/389370070 Grades 3-5 https://vimeo.com/389368584 Middle School https://vimeo.com/389378464 She also recommends visiting the FOSS Science upcoming events page to learn more about the EdWebinar, Sensemaking and Elementary Science: That Just Makes Sense! https://www.foss-science.com/resources/events/ Want to read more about our guests and catch up on the podcast? Visit our new and improved blog: https:...
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    32 分
  • It’s Time for Science Podcast Episode 25: A Multimodal Approach to Science Education through Noticing, Wondering, and Connections Routines

    It’s Time for Science Podcast Episode 25: A Multimodal Approach to Science Education through Noticing, Wondering, and Connections Routines
    2025/07/15
    Want to read more about our guests and catch up on the podcast? Visit our new and improved blog: https://www.foss-science.com/category/podcast/. It's Time for Science, and it's time to talk about the importance of activating prior knowledge and a multimodal approach to science education through establishing noticing, wondering, and connections routines! Tom talks to Dr. Joel Donna, professor of teacher education, about routines that help students access prior knowledge and lived experiences, setting the stage for learning by centering student thinking. They also discuss teachers leveraging their own prior knowledge, how AI might begin to fit in to the science classroom, and much more! Joel Donna is a professor of teacher education at the University of Wisconsin–River Falls, where he prepares future elementary through high school teachers to teach science by engaging students in doing science. After earning his degree from UW–River Falls, he taught science in Kasson-Mantorville, MN, then earned a Ph.D. in Science Education from the University of Minnesota. He served as STEM Specialist at the Minnesota Department of Education, overseeing Math Science Partnership Grants and leading state STEM initiatives. He’s been a Lecturer at the University of Minnesota, a Bush Fellow, and Assistant Professor of Physics at Winona State. He also founded 3Ring, a nonprofit supporting new science teachers. He’s taught science at elementary, middle, high school, and college levels, consults with schools, and has served on regional science education committees. He contributed to the development of the OpenSciEd middle school curriculum. His research focuses on curriculum design for teacher learning and exploring teacher purposes of teaching science. He has published five peer-reviewed articles and two book chapters and led over 20 professional development workshops for districts. He’s presented at 60+ teacher conferences. He lives in River Falls with his wife and son and enjoys time in the water. Tom talks with professor Joel Donna about the importance of activating prior knowledge—asking in the classroom what can we do together collectively as a science community?; how teachers coming into elementary science often believe they don’t have the experience or knowledge to teach science and how important it is to leverage a teacher’s prior knowledge, and then how modeling to do that with students. They discuss the the process of noticing, wondering, making some connections, slowing down, making space to see what we’re seeing and hearing and what does it make us think of and connect to; asking teachers to bring in relevant experiences to bridge to students experiences; how when we engage in routine, we have a goal together, and need to make space for time for students to think. Dr. Donna describes the silent count—waiting and giving students time to think, which positions the teacher as co-learner; following routines of noticing, wondering, making connections, and then into group discussion; how high quality instructional materials (HQIM) then fit in; positioning teachers as co-learner BOTH for the teacher AND students. They discuss the importance of no right answers in initially activating prior knowledge and how these techniques can be taken into other disciplines, such as social studies; the importance of HQIM and Dr. Donna's shift from thinking teachers should design materials to partnering with them in appraising and evaluating HQIM; the importance of facilitating sense-making. Tom and Dr. Donna talk about the importance of kids seeing themselves in science and valuing the experiences and language they bring; bringing in vocabulary after students have worked to make sense of phenomena using observations and data; dealing with phenomena-fatigue through connection to real-world experiences and thinking. How teaching is not about perfection; practice makes progress; how science can be a beautiful messy environment where we do the best we can to make sense of the world; and the essential importance of failure. They discuss leveraging AI within teacher pre-service; some ways to approach AI with both preservice teachers and students; what the teacher's role becomes with a space where AI can develop a reasonably complex model of phenomena; and how AI cannot replace teachers' role in collective sense-making work. How preparing students to listen to each other, beginning in kindergarten, helps them become not just more engaged students, but better members of society. It’s Time for Science! To get in touch with us, whether to offer some feedback, ideas for future episodes or reviews, or just to say hi, send us a message at itstimeforscience@schoolspecialty.com. We’d love to hear from you! Look for School Specialty and FOSS on X and Facebook. It’s Time for Science is produced by School Specialty and the Full Option Science System (FOSS) at the Lawrence Hall of Science, ...
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    42 分
  • It’s Time for Science Podcast Episode 24: student-centered learning and successful implementation

    It’s Time for Science Podcast Episode 24: student-centered learning and successful implementation
    2025/06/24
    It's Time for Science, and it's time to talk about student-centered learning and successful implementation! Tom talks to science specialists Lynn Gutzwiller and Rachael Coleman from Jordan School District in Utah about how they best support teachers and how they were able to use ELA and technology funds to help fund their science curriculum purchase. Tom then talks with international classroom teacher Kendra Villalpando about keeping students engaged and her love of science! Lynn Gutzwiller has worked in education for over 20 years, with extensive experience in middle school classrooms, administration, and instructional coaching. She holds a Master’s Degree in Curriculum and Instruction and multiple endorsements including Secondary English, Elementary STEM, Instructional Coaching, and Educational Technology. For the past 5 years, Ms. Gutzwiller has worked as a Science Specialist in Jordan School District. Her consulting work includes museums, universities, and school districts throughout Utah. After parenting 4 boys to adulthood, she enjoys exploring new places in Southern Utah and hanging out with her granddaughter. Rachael Coleman has taught middle and high school science for twenty years. For 6 years she has worked as a Science Specialist in Jordan School District. She holds Masters Degrees in Instructional Design and in Curriculum and Instruction, in addition to multiple teaching endorsements. Outside of work, Ms. Coleman enjoys outdoor adventures of any kind and spending time with her 4 children. Her consulting resume includes Discovery Gateway, Utah State Board of Education, Murray School District, School Specialty, Utah State University, and Canyons School District. Tom talks with science specialists Lynn Gutzwiller and Rachael Coleman about how they approach supporting teachers in science instruction, including building resources and professional development; their beginnings as classroom teachers; the importance of hands-on science (nothing better than doing something with your hands while your brain is engaged!); how doing things with your own hands and watching data change is so critical to analysis; how being able to touch and interact with supplies is critical to answering focus questions. They discuss their journey to implementing FOSS; beginning with looking for a curriculum based on SEP and CC (not just slid in at the end); how they knew going into exploring implementation that they didn’t have enough funds to purchase a curriculum just with science funds, so they included ELA in the conversation and decision, allowing them to use some ELA and tech funds to purchase FOSS. They discuss how ELA has their own curriculum in district and their work to balance science and ELA; how they've found that as kids are building vocabulary doing science, they’re able to access more difficult texts; the shift for teachers to introduce vocabulary in context during an investigation and how it helps students understand vocabulary better; the advantages to having a district-wide curriculum, better able to support that curriculum across 42 schools. They talk about how their visits to every school helps teachers who are less comfortable with science as well as those who have a wider understanding of science; the importance of professional development and what it offers to assist both new and established FOSS teachers; fostering collaboration between teachers; what it was like adopting during lockdown; their favorite FOSS modules; and how disappointed kids are when it’s recess! Kendra Villalpando has taught all over the world. Ms. Villalpando is a newer teacher, currently teaching upper elementary, who holds a master's degree in curricular instruction. Tom and Ms. Villalpando discuss her love of science; how science is best learned through active investigation; how she draws on her own childhood experiences with the natural word, bringing the spirit of curiosity and exploration to the classroom; the advantages of using hands-on science--talking specifically about her experiences using FOSS and how it mirrors her own approach. They discuss how she's set up science as something that all the class looks forward to; integrating science across all content areas; adding science writing to a formal writing space, as a “lab report," and how excited students are about the writing! Ms. Villalpando gives some examples of connecting science to the real world and historically. She discusses her experiences teaching internationally; her experience with FOSS allowing for access and success for all students and engaging all learners; as well as bringing in ELA and allowing for additional observation time and recording in notebooks. It’s Time for Science! To get in touch with us, whether to offer some feedback, ideas for future episodes or reviews, or just to say hi, send us a message at itstimeforscience@schoolspecialty.com. We’d love to hear from you! Look for School ...
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    36 分
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